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Abstract

The topic of this master thesis is Mathematics education for minority language students. In a time with increasing migration, many new students come to school with an different mother tongue than Norwegian. Based on Education Act § 2-8, these students are entitled to special language training, both Norwegian and bilingual teaching in subjects. Research shows that many of the minority students are not taught subjects in their native language. On the basis of this, I decided to make a research on how Mathematics education for minority language students can be carried out in such a way that linguistic terms are not an obstacle for the students to learn and appropriate Mathematics knowledge. In the research, I have used triangulation. To get an idea of whether schools with minority language students made changes in Mathematics education for this group, I made contact with several schools for making a survey. Based on the replies, I made an interview with a teacher who had made changes in Mathematics for this group of students. It was also of great interest to find out whether the textbooks that was used in these schools, were adapted to the students, viewed from a second language perspective. Three books were chosen for text analysis. In the study I also used experiences from my own practice, as a participating observer. The research shows that there is paid little attention to the minority students and their learning situation. From the textbooks that I made a text analysis from, there was one book that used repetitions of compounded words. Such repetitions make the learning easier for minority language students. The research shows that it needs to be more focus on the language challenges for the minority language students.